H
Heike Neumann
Researcher at Concordia University
Publications - 16
Citations - 253
Heike Neumann is an academic researcher from Concordia University. The author has contributed to research in topics: English for academic purposes & Second language writing. The author has an hindex of 7, co-authored 14 publications receiving 189 citations. Previous affiliations of Heike Neumann include Concordia University Wisconsin & McGill University.
Papers
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Journal ArticleDOI
Exploring student interaction during collaborative prewriting discussions and its relationship to L2 writing
Heike Neumann,Kim McDonough +1 more
TL;DR: The findings indicate that structured collaborative prewriting tasks elicited student talk about content and organization, but there is only a moderate relationships between these prewriting discussions and the students’ written texts.
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Beyond English language proficiency scores: understanding the academic performance of international undergraduate students during the first year of study
TL;DR: In this article, the authors examined the relationship between the academic performance of international students and their language proficiency and academic self-concept as well as other characteristics related to academic success in first year international students in undergraduate business programs at an English medium university in Canada.
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Using Collaborative Tasks to Elicit Auditory and Structural Priming
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Exploring the relationships among student preferences, prewriting tasks, and text quality in an EAP context
Heike Neumann,Kim McDonough +1 more
TL;DR: Analysis of two focal participants with divergent preferences for collaboration revealed that the collaboratively-oriented student reflected more on content during the collaborative discussions than the individually- oriented student.
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Teacher assessment of grammatical ability in second language academic writing: A case study
TL;DR: In this paper, a mixed methods triangulation study examines what students know about their teachers' assessment criteria and how that knowledge might affect their writing and learning process and concludes that the teachers focus primarily on accuracy when assessing grammatical ability.